The document discusses various topics related to e-learning including connectivism and learning, learning management systems, SCORM, content packaging, and evidence-based learning. It provides an overview of the SCORM standard which references a set of specifications for web-based learning content. It describes how SCORM allows for interoperability, reusability, accessibility, and durability of content. The document also discusses adult learning theory, changing roles for teachers, bringing web tools into the classroom, and qualities of an effective e-learning teacher.

1. Prepared by :Effat Nashat

3. •
e-learning •
Technology‟s the answer,
But what is the question?
E-learning is the answer,
The question is…….
How to change

4. To e …….?
Or not to e…….?
THAT is the Question
To e ………..
or not to be...….… !
THAT is the problem?

7. Connectivism and learning..
• Learning by connecting
• Learning is a process of connecting
specialized nodes or information
sources
“a node is anything that can be connected
to another node: information, data,
feelings, images”
George Siemens

8. e-Learning
Learning
Management personalization
System Content
community
e-store
content assembly
courseware
learner
deployment testing
mentors tracking
administration
assessment workshops

9. e-Learning– The SCORM Overview
Advanced Distributed Learning
(ADL)

10. Original Goal
• The DoD established the ADL initiative in
1997 to develop a DoD-wide strategy for
using learning and information technologies
• to modernize education and training and
• to promote cooperation between
government, academia and business to
develop e-learning standardization.
DoD: the Department of Defense
ADL: the Advanced Distributed Learning initiative

11. SCORM
SHARABLE CONTENT OBJECT REFERENCE MODEL

12. BOOK 1:
The SCORM SCORM There are three books
Overview (volumes) to specify the
standard of SCORM 1.2.
BOOK 3: The
SCORM Run Time
BOOK 2: The SCORM Environment
Content Aggregation Model
Meta-data Dictionary (from IEEE)
Content Packaging (from IMS) Data Model (from AICC)
Launch, Communication API (from AICC)
Content Structure (derived from AICC)
(Meta-data XML Binding and Best Practice (from IMS)

13. Description of the SCORM
• The Sharable Content
Object Reference Model
(SCORMTM) defines a Web-
based learning “Content
Aggregation Model” and
“Run-time Environment”
for learning objects.
• SCORM is a model that
references a set of
interrelated technical
specifications and
guidelines designed to
meet DoD‟s high-level
requirements for Web-
based learning content.

15. Why SCORM

16. AICC + IEEE + IMS + ADL = SCORM
Many, many long technical meetings
IEEE Meetings
Late 1999
Partial list of participants:
Microsoft
Sun
Boeing
Oracle
Cisco
IBM
Click2Learn, Avilar, Pathlore, Saba, IMS Meetings
NETg, SmartForce, Centra, Thinq, Early 2000
Macromedia, and many more…

17. • the IMS Global Learning Consortium,
Inc.,
• the Aviation Industry CBT (Computer-
Based Training) Committee (AICC) ,
• the Alliance of Remote Instructional
Authoring & Distribution Networks for
Europe (ARIADNE)12 and
• the Institute of Electrical and
Electronics Engineers (IEEE)
Learning Technology Standards
Committee (LTSC)

18. SCORM Timeline
SCORM 1.0 SCORM 1.2 No Major
SCORM
Updates
Planned
1996 1998 2000 2002 2004 2006
SCORM 2004 CORDRA
ADL Kickoff
4ML

19. SCORM
Interoperability •
-
Reusability •
-
Accessibility •
-
Durability •
-

20. SCORM
Maintainability •
-
Adaptability •
-
Affordability •
-

21. Content Packaging

22. Content Packaging
• Packaging standarts
prescribe ways to
bundle separate
objects;
• to protect them, xml
• to transport them.
• Packaging standarts
for e-learning specify
how to bundle the
separate files that SCORM
make up a lesson,
course or other unit SCORM
of content.
UNESCO Training the

23. Content Packaging
Assets
PDF
PPT
text image Course
Transport
SCO

24. SCORM Technology
Course A
.HTML SCORM tells a
Lesson 1
SCO how to
SCORM tells the SCO
communicate with
LMS what assets the LMS
.SWF are in a SCO SCO
.JPG
SCO
SCO
Lesson 2
.JS
SCO LMS
SCO
.MPG SCORM tells the
LMS what SCOs
are in a course SCO
…
Assets SCO Course*

25. –

26. Adult learning theory
Pedagogy to Andragogy to
E-learning
Heutagogy
Heutagogy
Teacher Andragogy
Self-determined
centred
learning
Principles
Pedagogy
of adult learning

27. Changing roles for teachers
“If we teach today as we taught yesterday, we rob our
children of tomorrow.”
– John Dewey
• professional development needs to give
teachers some control over the what, who,
why, when, and where of their learning.

28. How to Bring Web 2.0 into the Classroom
Teaching/Learning Services

29. Teacher Interests
What is it?
How will it affect
How much my organisation?
does it cost?
Will it work
Teacher Interests for my
What are the students?
mistakes to
avoid?
What are How to I set up e-
the key learning?
tools?

30. Teacher Quality: Leave No Teacher Behind
COURSE
COMPLETION From Teaching to Learning
(Degrees and
Certificates)
PERFORMANCE
OF GRADUATES
(Tests of Knowledge From Teacher
and Skills) Learning to Student
Learning
LEARNING OF
STUDENTS
(Student Achievement
Measures)

31. A good e-teacher
• gives feedback
• answers questions
• is active
• instructs
• wakes up sleeping students
• is present
• creates the material
• is expert in his or her subject area
• encourages students

32. Evidence Based Learning

33. Solid research equals solid
results.
Doctors use solid research before treating
patients. Teachers and schools must apply
just as much care.

34. Transforming Findings into Evidence?

35. What Is Evidence-based …….?
• EB… is a decision-making approach that
places emphasis on evidence to:
• guide decisions about which interventions to use;
• evaluate the effects of an intervention.

36. Phases of Evidence-based
Intervention
Identify
Identify
Evidence-based
Intervention
Evaluate
Evaluate Implement
Implement

38. Evidence-based Intervention
Evidence-based Intervention

40. Quantitative Qualitative
• Numbers • Words
• „how many‟ • „how‟ and „why‟
• Hypothesis • Emerging themes
• Representative sample • Wide range of respondents
• Statistical power • Small numbers
• Replicable • Depend on context

41. Quality+ quantity = good evidence
(U.S. Department of Education, 2003)
www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pd
f
Meta-synthesis meta-analysis
“dig for” evidence. The analysis of the analysis

42. Why Do Meta-Synthesis ,and meta-analysis?
• Meta-analysis – aggregating data to reach
statistical power for detection of cause and
effect between treatment and outcomes.
• Meta-synthesis – integrating data to reach a
new theoretical or conceptual level of
understanding and development.
Thorne, S., Jensen, L., Kearney, M.H., Noblit, G., Sandelowski, M. (2004). Qualitative metasynthesis:
Reflections on methodological orientation and ideological agenda. Qualitative Health Research, 14 (10), 1342-1365.
,

43. Meta-Synthesis...
A neologism
Meta
• “... Beyond; transcending; more comprehensive.”
Synthesis
• “... the combining of the constituent elements of separate material or
abstract entities into a single or unified entity.”
Meta-synthesis: is not a word that can be found
in the dictionary: it is a neologism, which can readily be
inferred as describing a high order form of synthesis.

44. Meta………………….
• Meta-data-analysis = “the interpretive analysis of findings
of primary research studies to identify similarities and
discrepancies among them”. (eg: meta- ethnography of
Noblit and Hare (1988).
• Meta-method = the study of the appropriateness and
influence of particular research methods and procedures in
research (Szmatka, Lovaglia & Mazur 1996)”.
• Meta-theory = the consideration of theoretical frameworks
and underlying assumptions of primary research studies in
their broader social and theoretical contexts.”.

45. • Step 1: Identifying findings
• Step 2: Grouping findings into categories; and
• Step 3: Grouping categories into synthesized
findings
METASYNTHESIS OF QUALITATIVE RESEARCH STUDIES
Identification of practice issue
Search for appropriate research reports
Critical appraisal and selection of studies to include
32 Findings from 15 41 Findings from 7 38 Findings from 11
Phenomen. Studies Ethnographies Discourse Analyses
Aggregate of Aggregate of Aggregate of
well-founded and explicit well-founded and explicit well-founded and explicit
Findings Findings Findings
9 "CATEGORIES" 4 "CATEGORIES" 7 "CATEGORIES"
Synthesis of Findings
10 "SYNTHESISED FINDINGS"
Recommendations
for
Practice

46. • The Qualitative Assessment and Review
Instrument (QARI)

48. • Operationally define terms
•
• Establish Ixclusionary /exclusionary criteria
- – •
• Use predetermined search procedures
- - •
• Organize & analyze articles
- – •

49. Reviews of meta-analytic software
• Arthur, W., Bennett, W. & Huffcutt, A. (1994). Choice of software and programs
in meta-analysis research: Does it make a difference? Educational &
Psychological Measurement, 54, 776-787.
• Egger, M., Sterne, J.A.C. & Davey Smith, G. (2000). Meta-analysis software.
British Medical Journal, 316.
• http://www.bmj.com/archive/7126/7126ed9.htm/ (accesed 21.11.2000).
• Normand, S.L. (1995). Meta-analysis software: A comparative review.
American Statistician, 49, 298-309.
• Sterne, J.A.C., Egger, M. & Sutton, A.J. (2001). Meta-analysis software. In M.
Egger, G. Davey Smith & D.G. Altmann (Eds.), Systematic Reviews in Health
Care: Meta-analysis in Context (pp. 336-346). London: BMJ Pub. Group.
• Sutton, A.J., Lambert, P.C., Hellmich, M., et al. (2000). Meta-analysis in
practice: A critical review of available software. In D.A. Berry & D.K. Stangl
(Eds.), Meta-analysis in Medicine and Health Policy. New York: Marcel Dekker.

50. Constructivism from the Perspective of
Evaluation
• Require meaningful assessment criteria vs. those
epistemic criteria of scientism.
• “The Parallel Criteria (Trustworthiness)” and “Authenticity”
Guba and Lincoln (1989)
• The Parallel Criteria speak to methods (parallel to reliability
& validity) that can ensure one has carried out the process
correctly, as in scientism.
• Authenticity speaks to outcome, product, and negotiation
which are unique to constructivism

51. • Trustworthiness • Authenticity
• Credibility - prolonged • Fairness - stakeholder
engagement, triangulation identification, member
checks
• Transferability - • Ontological - testimony
extensive description of the wrt growth of perceptions
context & culture of the
• Educative - greater respect
study for alternative views
• Dependability - • Catalytic - willingness to be
emergent design-induced involved in change
changes in the process • Tactical - quality of change
• Confirmability - occurring in follow-up
interviews, methodological
and reflexive journals
After Rodwell & Beyers (1997)

52. • Learner-centred
• learner free to make his/her own interpretations
• teacher as a facilitator
• Authentic
• context-rich, experience-based activities
• Social interaction
• sharing of multiple representations, reflection and
monitoring
• opportunity for negotiation (social/meaning)
• Scaffolding
• manipulation of attention (focus on meaning/form)
• collaboration to achieve aims

53. Constructivism
• Role of teacher
• Facilitator/mediator of learning
• Teacher place--anywhere
• Type of listening -- what for?
• Goal is divergence--everyone learning in a unique
individual way
• Learning occurs through social
interaction/negotiation
• Evaluation--student understanding

54. “We’re smart when we listen. We’re
smarter when we share.”
Queen Rania of Jordan
THE END

55. Thanks